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GreatSchools Rating

Crescent Elementary School

Public | K-6

 
 

Living in Anaheim

Situated in an urban neighborhood. The median home value is $426,300. The average monthly rent for a 2 bedroom apartment is $2,080.

Source: Sperling's Best Places
Last modified
Community Rating

3 stars

Community Rating by Year
2014:
No new ratings
2013:
Based on 2 ratings
2012:
Based on 3 ratings
2011:
No new ratings

Teacher quality

Principal leadership

Parent involvement

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14 reviews of this school


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Posted June 25, 2013

Needs better system for pick up and drop off of students. Alot of combined grade classes. The school classroooms are over crowded!
—Submitted by a parent


Posted January 24, 2013

The Kindergarten teachers are so poorly skilled. Very few of their students come out readers. I have heard this from others as well. When asked about their plans to improve this, they are pious and consider the job they are doing excellent. I know of other students in comparable schools within this district, who exit Kindergarten as readers. Something has to change or maybe a change in teachers would help.
—Submitted by a parent


Posted December 2, 2012

This school has a cafteria, but it is full of storage. Unacceptable!!! The kids are forced to eat out door on dirty benches and fight flies for their food. Unsanitary! They also need a better system for student drop off and pick up.
—Submitted by a parent


Posted July 13, 2012

When concerns arose over the embarrassment of a 9 year old child and inappropriate punishment, I sought clarification. The teacher did not show up to the meeting she called with the principal. I shared some of my concerns about the teacher with the principal, and although she seemed confrontational and loud, she said she would talk to the teacher. Later, I was asked to come back and meet with the teacher and principal again. As a united front, they tried to alter reality and bully me. In dictatorship fashion, I was not permitted to ask specific details about my concerns. Literally, the principal told me to shut up . It was surreal and unsettling. I went there hoping to be wrong, and they were berating me. I did not get the clarification I was seeking well, unfortunately, I did get clarification. I suspect I saw just the tip of iceberg. This was also third Grade GATE.
—Submitted by a parent


Posted June 19, 2012

My child s headaches, stomach aches, and morning trauma are over. The environment was uncomfortable at best and dangerous to my child s psyche at worse. My happy, confident child wilted during the school year. It is the third day of summer vacation and I see my child's personality re-emerging. With what I witnessed, I feel that the personal insecurities of the teacher were projected onto the students. The teacher seemed miserable. She appeared ill-prepared, frazzled, and irritated in class when providing instructions. The teacher made mistakes in Math homework, and my child began developing insecurities in Math when she was strong going into third grade Gate. When I asked about my child s progress the teacher was explosive, and difficult to communicate with, similar to what I witnessed in the classroom. It was a horrible position to be in and I felt like I could not make it better. I feel horrible that my child was exposed to what I now believe was an unstable environment. I hope and pray that there are no negative lasting effects. I contacted the principal with my concerns; however, my concerns went unacknowledged and undocumented. 2011-2012 school year 3rd grade Gate
—Submitted by a parent


Posted October 25, 2010

This is my kids 1st year here and she is very happy. She loves her teacher! As a parent, I have issues. The pick up system stinks! VERY poorly thought out. They make you get out of the car and get them, they can't come to the car. their reason is cause there's nobody to help them cross the driveway but there is always a lady in an orange vest making sure they dont cross, why can't SHE help them cross? Weird! Put them back on lower campus then! Also dont like that 3rd graders are on the upper campus. This is their last year to be lower graders and are being robbed of that. They should be treated like lower graders even if they are forced to be on upper campus. If lower campus is drawing pictures instead of writting an essay for red ribbon week so should 3rd graders!
—Submitted by a parent


Posted September 20, 2010

this school is over crowned. 35 kids in a classroom. I think the public school system need a major re-construction to be better or at least comparable to the private school. To all the parent who did not know, that the public and private school cost about the same per kid but why private school have a BETTER quality than Public School? The only different is that public school pay by TAX payer and private school pay by parents. Public school is not free. Everyone pay tax is derserve the good education for their kids.


Posted November 9, 2009

So happy that the two campuses are better unified, thanks to the new principal. The school needed strong leadership and the school has become better as a result. Most of the teachers care, but the younger ones really don't have their heart in it like every teacher should. Overall, it is now a great school again.
—Submitted by a parent


Posted January 26, 2008

As a parent of a child in spec ed, I find that the district as a whole is not very accomadating to children and different learning abilites. As for the teachers, I love them, they are for the kids, however, they are not educated on children who have learning disabilites. The new principal does not leave a good impression either.
—Submitted by a parent


Posted December 22, 2007

Amazing school with terrific programs. All around A+ educational experience for young minds!
—Submitted by a parent


Posted June 26, 2006

At the end of second grade there were children in my kids class who could not read first grade level books without help. We spend time every day with our child studying and reading, she felt that most of 2nd grade was boring and was not a challenge. When we asked about having her put into an advanced class we were told GATE was full to be happy with next year s teacher. The district office told us that if our child needed more of a challenge to stop working with her at home. This was the head of elementary education for the Orange district that told us this. We want our child to excel not be mediocre but it seems that both the school and the district have mediocrity as their goal. We are working to get our child out of the school.
—Submitted by a parent


Posted May 9, 2006

So far, I have had a positive experience at Crescent Primary. There has been a lot of teacher turnover which does concern me.
—Submitted by a parent


Posted February 7, 2006

Crecsent elementary is to crowded.
—Submitted by a parent


Posted October 28, 2005

After having been at three other local schools in recent years, I am so blessed to have my three kids at Crescent elementary. This school is great! I love that the younger grades are seperated from the older grades - there is much less intimidation. The principal is always around, easy to talk to, and genuinely cares. A model school!
—Submitted by a parent


Community ratings and reviews do not represent the views of GreatSchools nor does GreatSchools check their accuracy or verify the reviewers' identities. Use your discretion when evaluating these reviews.

About these ratings

The Community Rating is the school’s average rating from its community members (e.g., parents, students, and school staff). The highest possible rating is five stars; the lowest is one star.

The test results by subgroup show how the designated group of students is performing in comparison to the general population.

The API reflects year-over-year schools performance based on STAR test score results from spring 2013.

This school's
API score

920

Change from
2012 to 2013

-4

API Statewide Rank
(2012)

10 / 10

API Similar Schools Rank (2012)

5 / 10


API Growth scores over time

Did this school meet the API goal this year?
The state goal for API is 800. All schools that are below 800 are assigned an API improvement target each year.
  • This school met the state goal of 800.

API Growth scores by subgroup

In addition to schoolwide API scores, each student subgroup receives an API score.
Did this school meet all the API goals for student subgroups this year?
The state goal for the API is 800. All the student subgroups at a school that are below 800 are assigned an API improvement target each year.
  • This school met all student subgroup API targets for 2013

This school's
API score

920

What is the API?
The Academic Performance Index (API) is a single number assigned to each school by the California Department of Education to measure overall school performance and improvement over time on statewide testing. The API ranges from 200 and 1000, with 800 as the state goal for all schools.
Change from
2012 to 2013

-4

Change from 2012 to 2013
Comparing the API Growth to the Base shows whether or not this school’s test score performance improved between Spring 2011 and Spring 2012. The API ranges between 200 and 1000, with 800 as the statewide goal for all schools. Schools scoring below an 800 are given at least a 5 point target for the next year.
API Statewide Rank
(2012)

10 / 10

API Statewide Rank (2012)
The API Statewide Rank ranges from 1 to 10. A rank of 10, for example, means that the school’s API fell into the top 10% of all schools in the state with a comparable grade range. The 2012 rank is based on results from tests students took in Spring 2012.
API Similar Schools Rank (2012)

5 / 10

API Similar Schools Rank (2012)
The API Similar Schools Rank ranges from 1 to 10. It shows how the school compares to other schools with similar student demographic profiles. The California Department of Education uses parent education level, poverty level, student ethnicity and other data to identify similar schools.
English Language Arts

The state average for English Language Arts was 56% in 2013.

73 students were tested at this school in 2013.

2013

 
 
59%

2012

 
 
75%

2011

 
 
59%

2010

 
 
72%
Math

The state average for Math was 65% in 2013.

73 students were tested at this school in 2013.

2013

 
 
47%

2012

 
 
68%

2011

 
 
62%

2010

 
 
75%
Scale: % proficient or advanced

About the tests


In 2012-2013 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

Source: California Department of Education

English Language Arts

The state average for English Language Arts was 46% in 2013.

106 students were tested at this school in 2013.

2013

 
 
68%

2012

 
 
70%

2011

 
 
67%

2010

 
 
70%
Math

The state average for Math was 66% in 2013.

107 students were tested at this school in 2013.

2013

 
 
79%

2012

 
 
84%

2011

 
 
78%

2010

 
 
83%
Scale: % proficient or advanced

About the tests


In 2012-2013 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

Source: California Department of Education

English Language Arts

The state average for English Language Arts was 65% in 2013.

122 students were tested at this school in 2013.

2013

 
 
90%

2012

 
 
89%

2011

 
 
85%

2010

 
 
80%
Math

The state average for Math was 72% in 2013.

122 students were tested at this school in 2013.

2013

 
 
91%

2012

 
 
79%

2011

 
 
88%

2010

 
 
84%
Scale: % proficient or advanced

About the tests


In 2012-2013 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

Source: California Department of Education

English Language Arts

The state average for English Language Arts was 60% in 2013.

123 students were tested at this school in 2013.

2013

 
 
84%

2012

 
 
89%

2011

 
 
84%

2010

 
 
83%
Math

The state average for Math was 65% in 2013.

123 students were tested at this school in 2013.

2013

 
 
81%

2012

 
 
84%

2011

 
 
74%

2010

 
 
76%
Science

The state average for Science was 57% in 2013.

124 students were tested at this school in 2013.

2013

 
 
87%

2012

 
 
90%

2011

 
 
83%

2010

 
 
83%
Scale: % proficient or advanced

About the tests


In 2012-2013 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

Source: California Department of Education

English Language Arts

The state average for English Language Arts was 60% in 2013.

155 students were tested at this school in 2013.

2013

 
 
92%

2012

 
 
84%

2011

 
 
84%

2010

 
 
82%
Math

The state average for Math was 55% in 2013.

154 students were tested at this school in 2013.

2013

 
 
87%

2012

 
 
85%

2011

 
 
81%

2010

 
 
79%
Scale: % proficient or advanced

About the tests


In 2012-2013 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

Source: California Department of Education

English Language Arts

All Students59%
Females63%
Males53%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino54%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)53%
Economically disadvantaged47%
Non-economically disadvantaged62%
Students with disabilityn/a
Students with no reported disability60%
English learnern/a
Fluent-English proficient and English only60%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)38%
Parent education - college graduate77%
Parent education - graduate school/post graduate67%
Parent education - declined to staten/a

Math

All Students47%
Females39%
Males56%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino38%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)56%
Economically disadvantaged24%
Non-economically disadvantaged55%
Students with disabilityn/a
Students with no reported disability48%
English learnern/a
Fluent-English proficient and English only49%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)33%
Parent education - college graduate59%
Parent education - graduate school/post graduate57%
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


In 2012-2013 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.

Source: California Department of Education

English Language Arts

All Students68%
Females63%
Males72%
African Americann/a
Asian89%
Filipinon/a
Hispanic or Latino55%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)64%
Economically disadvantaged50%
Non-economically disadvantaged73%
Students with disabilityn/a
Students with no reported disability69%
English learnern/a
Fluent-English proficient and English only68%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)50%
Parent education - college graduate74%
Parent education - graduate school/post graduate82%
Parent education - declined to staten/a

Math

All Students79%
Females76%
Males83%
African Americann/a
Asian100%
Filipinon/a
Hispanic or Latino59%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)76%
Economically disadvantaged65%
Non-economically disadvantaged83%
Students with disabilityn/a
Students with no reported disability80%
English learnern/a
Fluent-English proficient and English only80%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)60%
Parent education - college graduate89%
Parent education - graduate school/post graduate89%
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


In 2012-2013 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.

Source: California Department of Education

English Language Arts

All Students90%
Females91%
Males89%
African Americann/a
Asian97%
Filipinon/a
Hispanic or Latino77%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)93%
Economically disadvantaged83%
Non-economically disadvantaged91%
Students with disabilityn/a
Students with no reported disability91%
English learnern/a
Fluent-English proficient and English only91%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)75%
Parent education - college graduate96%
Parent education - graduate school/post graduate95%
Parent education - declined to staten/a

Math

All Students91%
Females89%
Males92%
African Americann/a
Asian97%
Filipinon/a
Hispanic or Latino73%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)93%
Economically disadvantaged89%
Non-economically disadvantaged91%
Students with disabilityn/a
Students with no reported disability91%
English learnern/a
Fluent-English proficient and English only92%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)75%
Parent education - college graduate96%
Parent education - graduate school/post graduate100%
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


In 2012-2013 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.

Source: California Department of Education

English Language Arts

All Students84%
Females87%
Males81%
African Americann/a
Asian92%
Filipinon/a
Hispanic or Latino67%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)86%
Economically disadvantaged57%
Non-economically disadvantaged87%
Students with disabilityn/a
Students with no reported disability84%
English learnern/a
Fluent-English proficient and English only85%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)72%
Parent education - college graduate86%
Parent education - graduate school/post graduate97%
Parent education - declined to staten/a

Math

All Students81%
Females77%
Males84%
African Americann/a
Asian100%
Filipinon/a
Hispanic or Latino63%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)82%
Economically disadvantaged64%
Non-economically disadvantaged83%
Students with disabilityn/a
Students with no reported disability81%
English learnern/a
Fluent-English proficient and English only83%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)58%
Parent education - college graduate94%
Parent education - graduate school/post graduate94%
Parent education - declined to staten/a

Science

All Students87%
Females83%
Males90%
African Americann/a
Asian96%
Filipinon/a
Hispanic or Latino67%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)93%
Economically disadvantaged73%
Non-economically disadvantaged89%
Students with disabilityn/a
Students with no reported disability87%
English learnern/a
Fluent-English proficient and English only89%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)74%
Parent education - college graduate96%
Parent education - graduate school/post graduate97%
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


In 2012-2013 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.

Source: California Department of Education

English Language Arts

All Students92%
Females95%
Males89%
African Americann/a
Asian92%
Filipinon/a
Hispanic or Latino84%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)96%
Economically disadvantaged76%
Non-economically disadvantaged95%
Students with disabilityn/a
Students with no reported disability92%
English learnern/a
Fluent-English proficient and English only92%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduate91%
Parent education - some college (includes AA degree)92%
Parent education - college graduate89%
Parent education - graduate school/post graduate96%
Parent education - declined to staten/a

Math

All Students87%
Females86%
Males89%
African Americann/a
Asian95%
Filipinon/a
Hispanic or Latino71%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)90%
Economically disadvantaged63%
Non-economically disadvantaged92%
Students with disabilityn/a
Students with no reported disability88%
English learnern/a
Fluent-English proficient and English only89%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduate82%
Parent education - some college (includes AA degree)81%
Parent education - college graduate88%
Parent education - graduate school/post graduate96%
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


In 2012-2013 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.

Source: California Department of Education

Breaking down the GreatSchools Rating

GreatSchools Ratings for this school are based on 2012-2013 test results. Use the breakdown ratings below to compare types of students at this school. Learn more »


Student ethnicity

Ethnicity This school State average
White 48% 26%
Asian or Asian/Pacific Islander 23% 11%
Hispanic 23% 52%
Black 3% 6%
Two or more races 3% 3%
American Indian/Alaska Native 0% 1%
Hawaiian Native/Pacific Islander 0% 1%
Source: NCES, 2011-2012

Student subgroups

  This school District averageState average
Students eligible for free or reduced-price lunch program 9%N/A54%
Source: NCES, 2010-2011

Teacher experience

  This school District averageState average
First-year teachers 0%N/AN/A
Source: CRDC, 2011-2012

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School basics

School Leader's name
  • Randi Leach
Special schedule
  • Year-round
Fax number
  • (714) 997-6260
School leaders can update this information here.

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5001 Gerda Drive
Anaheim, CA 92807
Website: Click here
Phone: (714) 997-6371

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